Effective Features of the Physical Environment for the Growth Potential Talents of Architecture Students

Over the past two decades, in the inefficacy of the educational sector, many efforts have been made to improve the quality of architecture education, more effective learning and realizing the maximum of student’s talent. But most of them tried to focus on the reorganization of educational content, presentation of Professors, competence of students and flexible studio for free education while having less points to the physical environment as a factor in promoting the education of architecture students. Realizing the potential architecture students, in addition to such general curiosity, gaining knowledge, learning the realm of architecture, depends on experience and professional skills in the aesthetic. To achieve the above, we have to know how they meet their basic needs. Regarding to that, in spite of their social relations of architectural education programs, the impact of the physical environment of architecture (because of facilitating Behaviors related to basic needs and also their motivation to perception, cognition and their learning) has a special importance. In fact for occurrence of any act, it is necessary to have a special place, also consider that performing any actions taken by the concepts and meanings, such the meanings related to the physical environment, will be in the context of physical environment. In other words, the architectural education place can significantly effect on quality of learning and training talent students. The purpose of this paper is to identify students’ needs and appropriate conditions of the physical environment of architectural to meet their needs and placing students in the process of growth of potential. Regarding to that, it is necessary to take into consideration the fundamental concepts such as values, attitudes, needs, and also factors such as perception, are important to find their effects on behaviors, therefore, we have to study description, analysis, expression and statement of administrative theory; the theoretical concepts of needs. In this regard Maslow presented a hierarchy of needs that customized: basic needs and self-actualization needs. Basic needs include parts such as Physiological needs, safety and security needs, social needs, love and belongingness needs and self-esteem needs. Also self-actualization needs include problem solving, creative activities, Aesthetics, learning Perception, experiment and etc. Maslow believed that prosperity of real potential is dependent on the satisfaction of basic needs. In this regard, however, it cannot be considered an immediate physical environment as a factor in shaping behavior, especially behavior of learning, but it is obvious that the physical environment can be due to the physical structure and spatial relationships, facilitating or hindering the quality of people’s obvious and hidden behavior. These effects on the behavior associated with the needs and aesthetic and in academic activities such as art and architecture that based on practice and empirical knowledge, are very important. In fact, it impacts on behavior related to cognitive and aesthetic needs of students who spend much time in educational space while they are unconsciously modeling the environment. So the learning will be linked to the needs of architecture students. By this result, the designs of the architecture school to promote learning and growth process are important in which the architecture students in the acquisition of professional skills attend to the social and cultural values and features of the physical environment. So utilizing the sciences such as psychology, psychology of learning and behavioral sciences and descriptive data analysis method through logical reasoning, the present article has been divided to the three parts: At the first, the concepts of learning in architecture were identified, then students’ needs were considered, and finally, the features and functionality of the environment that facilitate the needs and behaviors were examined. In order to meet the requirements, firstly, wrong habits of routines that can be relegated to the promotion of architecture should be removed from the minds of the students; secondly, the architectural scheme for improvement should be obtained. In this regard, practical rules, such as convenient access to service spaces, considering private space for different groups, lack of official oversight on student’s activity, possibility of changing in some places for students, designing various place in addition to the educational spaces, creating collective space, rich and meaningful details, and also values and concepts of environmental quality as well as original and new and use of visual appeal, related to their indigenous and cultural patterns in that environment can be considered as typical cases which can be used for designing educational spaces by designers and educational planners.